This course will focus on the emergence and evolution of industrial societies around the world. We will begin by comparing the legacies of industry in ancient and early modern Europe and Asia and examining the agricultural and commercial advances that laid the groundwork for the Industrial Revolution of the 18th and 19th centuries. We will then follow the history of industrialization in different parts of the world, taking a close look at the economic, social, and environmental effects of industrialization. The course is organized chronologically and thematically. Each unit will focus on key developments in the history of industry as well as on representative areas of the globe, using primary-source documents, secondary readings, and multimedia resources to illustrate the dynamic nature of industrial change. By the end of the course, you will understand how industrialization developed, spread across the globe, and shaped everyday life in the modern era.

Learning Outcomes

Upon successful completion of this course, students will be able to:

Identify key ideas and events in the history of industrialization;

Identify connections between the development of capitalism and the development of modern industry;

Use analytical tools to evaluate the factors contributing to industrial change in different societies;

Identify the consequences of industrialization in the 19th and 20th centuries in different societies;

Critique historical interpretations of the causes and effects of industrialization; and

Analyze and interpret primary source documents describing the process of industrialization and life in industrial societies.

Course Requirements

In order to take this course, you must:

√ Have access to a computer.

√ Have continuous broadband Internet access

√ Have the ability/permission to install plug-ins (e.g., Adobe Reader or Flash) and software.

√ Have the ability to download and save files and documents to a computer.

√ Have the ability to open Microsoft Office files and documents (.doc, .ppt, .xls, etc.).

Requirements for completion: In order to complete this course, you will need to work through each unit and all of its assigned materials. In addition to the assigned readings and lectures, you will need to complete 10 Saylor Foundation assignments, 1 per unit, and the Saylor Foundation’s HIST363 Final Exam. Please note that while the 10 assignments will not be graded, the Final Exam will be graded and you must score 70% or higher on it to pass the course.

Time Commitment: It will take you about 94 hours to complete the entire course. Each unit includes a “time advisory” that lists the amount of time you are expected to spend on each subunit. You should use these time advisories to plan out how you will proceed through the course. For example, Unit 1.3.2 on Karl Marx will take about 3 hours to complete. You should consider making sure you can set aside enough time to complete each reading or subunit before you begin. It helps to regularly schedule blocks of time for this course, such as setting aside a few hours every Tuesday and Thursday night. If you can establish a regular pattern of reading, you will proceed smoothly through the course and be better able to retain what you have read. If you can go through roughly one unit a week, you will be on an excellent pace.

Tips/Suggestions: As you progress through the course, take notes on all the course material. If you try to remember everything you read or hear, by the end of the course you will have forgotten valuable information. The best way to succeed in this course is to stay organized. You should consider obtaining a three-ring binder for this course and college ruled paper on which to take notes. You should label each page of your notes at the top with the unit heading and title (e.g., Unit 1.1.1 The Industrial Revolution in England). This will help you stay organized and it will be a handy reference to review before taking the final exam. Good luck and enjoy the course!

Course Overview

Unit 1: Industrialization and Theories of Economic Change

In the late 18th century, the world economy embarked on a rapid process of change. During this Industrial Revolution, new technologies greatly magnified the productivity of workers, while fossil fuels pushed manufacturing and transportation systems far beyond the natural limits of human and animal power. As these advances drove the cost of industrial production down, consumption of manufactured goods skyrocketed around the world. By the end of the 19th century, nearly every society on Earth had been affected by the arrival of new products, new means of transportation, new weapons, and new ideas. Scholars have tried to explain the causes of this great transformation since it began.

This unit will explain what industrialization is and provide a brief overview of what the Industrial Revolution was and how it revolutionized people’s lives. We will then study different interpretations of economic theory that attempted to account for these dramatic changes, beginning with pre-industrial theories and culminating with current perspectives on the global economy.

Unit 1 Time Advisory

This unit will take you approximately 9 hours to complete.

☐ ☐Subunit 1.1: 15 minutes

☐ ☐Subunit 1.2: 2 hours

☐ ☐Subunit 1.3: 4 hours and 45 minutes

☐ ☐Subunit 1.4: 1 hour and 15 minutes

☐ ☐Unit 1 Assignment: 45 minutes

Unit1 Learning Outcomes

Upon successful completion of this unit, the student will be able to:

Name key economic theorists and summarize their main ideas about economic growth.

Describe what the Industrial Revolution was and explain why England was one of the first nations to industrialize.

Compare classical and contemporary theories of industrialization.

1.1 Industrialism: An Overview

1.1.1 The Industrial Revolution in England

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Modern European Intellectual History: “Lecture 17: The Origins of the Industrial Revolution in England”

Instructions: First read the biographical article about Adam Smith at EconLib.org to understand the context of Adam Smith’s thinking about economic change. Then, read the excerpts from Adam Smith’s Wealth of Nations at the Internet Modern History Sourcebook to understand the kinds of arguments Smith made in his writing. It will take you about 1 hour to complete both readings.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. Adam Smith's "The Weatlh of Nations, 1776" is in the public domain.

Instructions: Please read this article to understand Max Weber’s argument that religious affiliation affected the willingness of people to engage in capitalist enterprises. Note that this is an excerpt from Weber’s classic text, The Protestant Ethic and the Spirit of Capitalism. Weber is only laying out his main ideas in this opening chapter. It should take roughly 45 minutes to read the entire chapter.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: To read the article by Mehdi Shaefaeddin, locate the PDF file titled “What did Frederick List Actually Say?” on the document list (scroll approximately two-thirds of the way down the webpage). Then, read the excerpt from the primary source document by Friedrich List at Paul Halsall’s web site. It should take you no more than 1 hour and 15 minutes to read both documents.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. George Frederich List’s “National Economy” is in the public domain.

Karl Marx’s and Friedrich Engel’s “The Communist Manifesto” is also available in:iBook

Instructions: Read J. Paul Dunne’s article to understand the basic outline of Karl Marx’s theory of economics. Then, read Marx’s and Engel’s “Communist Manifesto” at Washington State University’s website. This entire assignment may take up to 3 hours to complete. You should make sure you have enough time to read both documents in their entirety before beginning.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. Karl Marx’s and Friedrich Engel’s “The Communist Manifesto” is in the public domain.

Instructions: Please read Schumpeter’s article from the Quarterly Journal of Economic Thought and note his argument about the connection between individualistic economic desire and the community at large. This reading will take about 30 minutes to complete.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

1.4 Contemporary Perspectives on Industrialization

1.4.1 The “Stages of Growth” Theory

Reading: Mt. Holyoke College: Vincent Ferraro’s version of W.W. Rostow’s The Stages of Economic Growth: A Non-Communist Manifesto: “Chapter 2: The Five Stages of Growth”

Instructions: Read Vincent Ferraro’s article to understand the arguments about industrialization and trade made by dependency theorists. It should take approximately 30 minutes to complete this reading.

Terms of Use: The linked material above has been reposted by the kind permission of Vincent Ferraro, and can be viewed in its original form here. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

Instructions: Please complete the linked assessment in order to review the major economists and their theories from this Unit. When you are done, please check your work against The Saylor Foundation's "Answer Guide to Economic Theories." (PDF) This assessment should take no more than 45 minutes to complete.

Unit 2: Ancient and Early Modern Industry

Industry did not begin with the Industrial Revolution. Ancient societies produced consumer goods on a large scale, serving markets spread over hundreds or even thousands of miles. In ancient Rome, India and China, large populations, centralized governments, and well-connected international trading routes created vast markets for all manner of goods, ranging from military and agricultural equipment to textiles and home décor. Entrepreneurs seeking to profit from these markets developed new techniques and new tools for mass production that laid the groundwork for future industrial advances. Many of these technological advances fell into disuse during the medieval period, but entrepreneurs continued to develop new commercial practices to organize and finance large-scale business.

In this unit, we will examine several important industries that developed in the ancient world, such as mining, metallurgy, and textiles. We will then see how merchant entrepreneurs developed the tools and institutions that led to capitalism.

Unit 2 Time Advisory

This unit will take you approximately 8 hours to complete.

☐ ☐Subunit 2.1: 2 hours and 15 minutes

☐☐ Subunit 2.2: 2 hours and 30 minutes

☐☐ Subunit 2.3: 1 hour and 15 minutes

☐☐ Subunit 2.4: 1 hour and 30 minutes

☐☐ Unit 2 Assignment: 30 minutes

Unit2 Learning Outcomes

Upon successful completion of this unit, the student will be able to:

Identify and describe important industries in China, India, and the Roman Empire.

Describe different forms of industry in Early Modern Europe.

Explain how early forms of capitalism developed in Europe.

2.1 Industry in Ancient Rome

2.1.1 Mining

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Ancient and Medieval European History: “Lecture 13: A Brief Social History of the Roman Empire”; University of North Carolina-Chapel Hill: Lynne Cohen Duncan’s “Roman Deep-Vein Mining”

Instructions: Read Dr. Steven Kreis’s article for an overview of Roman society at its height in the first and second centuries CE. Please note that this article contains content for subunits 2.1.1-2.1.3. Then, read Lynne Cohen Duncan’s article about Roman mining to understand how ancient Romans solved the technical problems of mining. It will take approximately 1 hour to complete both readings in their entirety.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read this article about the history and evolution of Roman glass production. It should take no more than 15 minutes to read this article.

Note on the Text: The manufacture of glassware was known throughout the ancient world, but Roman craftsmen produced glass on an unprecedented scale. The invention of glassblowing during the first century BCE allowed craftsmen to quickly produce glass products in a wide range of shapes, bringing cheap glass to mass markets. This article was produced as part of the Metropolitan Museum of Art’s Heilbrunn Timeline of Art History.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Watch all of the podcasts in the order listed on the right-side navigation bar to understand how Rome was built and how supplies entered and exited the city. There are 15 podcasts of varying lengths in total, and it will take 1 hour to watch them all.

Note on the Media: This series of podcasts uses images of Roman ruins and scale models to illustrate the architecture and urban development of the city of Rome. Through its port city of Ostia, Rome imported vast quantities of food and other commodities and exported manufactured goods across the Roman Empire. Roman industry often relied on cheap slave labor to supply large urban markets with goods. These podcasts were produced for an online course in Arts and the Humanities at The Open University.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read these four short articles to learn about the origins of China’s great inventions of gunpowder, printing, paper, and the compass. It should take no more than 15 minutes to read all four articles.

Note on the Text: The “Four Great Inventions” of China had an enormous impact on world history. These articles emphasize that Chinese craftsmen and scholars discovered gunpowder, printing, paper, and the compass either by accident or to solve simple problems in everyday life. These articles were produced by the Shanghai News and Press Bureau.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Scroll down the page and select the two links titled “Video” next to the heading “Lectures 12-13: Agricultural Origins in Asia” to launch the video lectures. To access the PowerPoint presentation scroll down the website, select the link titled “Lec12w.ppt” and download the presentation. Each lecture video is about 50 minutes long, however it may be faster to read the transcripts. It should take no more than 2 hours to listen to or read Dr. Janick’s lectures.

Note on the Text: These lectures provide a general overview of agricultural change in China. Chinese farmers invented a wide range of devices to increase the yield of farms and to save labor, many of which were diffused to other parts of the world, especially Europe. This lecture was written by Jules Janick for students at Purdue University.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Please read the first two chapters (pages 1–16) of M. P. Gandhi’s The Indian Cotton Textile Industry to learn about pre-European cotton manufacturing in India. Use the navigational tools in the bottom right corner of the screen to flip the pages of the book. It will take you approximately 1 hour to read the two chapters.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Please use the assignment below to help guide your reading of the five sections on this webpage titled “The Origins of Capitalism,” “Chartered Companies,” “Calvinism and Capitalism,” “Speculation,” and “London’s Coffee Houses” to understand how early forms of capitalism developed in merchant communities in Europe. Click on the hyperlinks of each title under “To the 17th Century” on the left side of the webpage. Please note that this reading also covers material for subunit 2.3.3.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Assessment: The Saylor Foundation's "Early Capitalist Development in Europe"

Instructions: Please use the linked assessment to guide your reading of Bamber Gascoigne's "History of Capitalism: To the 17th Century." After you have finished reading, compare your notes to the answer guide. This assessment should take approximate 30 minutes to complete.

Instructions: Scroll down the page and select the link to download or launch the video lecture online.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Unit 3: Capitalism, Agriculture, and Industry

Capitalism, an economic system based on the private ownership of productive power, made the Industrial Revolution possible by creating demands for goods and incentives for entrepreneurs to invest in production. Capitalism had its origins in merchant activity, but by the 17th and 18th centuries, it began to penetrate traditional agricultural and industrial sectors. New crops from the Americas and new ideas about agricultural production led to an Agricultural Revolution in Europe, resulting in growing populations as well as the creation of new wealth among landowners. Capitalism matured as an economic system in the Atlantic World, where investors used capital to buy land in the Americas and captive labor from Africa to produce consumer goods like tobacco, sugar, and cotton for growing world markets. Throughout the period, capitalist merchants tapped existing handicraft producers of manufactured goods, using saved capital to finance industrial production on a growing scale.

In this unit, we will analyze the impact of the Agricultural Revolution on Europe and see how it encouraged the growth of capitalism in Europe, across the Atlantic, and around the world.

Unit 3 Time Advisory

This unit will take you approximately 8 hours and 30 minutes to complete.

☐ ☐Subunit 3.1: 3 hours and 15 minutes

☐ ☐Subunit 3.2: 1 hour and 45 minutes

☐☐ Subunit 3.3: 2 hours

☐ ☐Unit 3 Assignment: 1 hour and 30 minutes

Unit3 Learning Outcomes

Upon successful completion of this unit, the student will be able to:

Assess the effects of the Agricultural Revolution on European societies.

Explain the development of manufacturing in Europe and its effects on Asian industries.

Describe how slave labor from Africa and natural resources from the Americas assisted industrial development in England.

Instructions: Read the text on the webpage and then select the link titled “View the video online” in the left-side table of contents under “Download Materials” to watch the video. Select the “Video Transcript (PDF)” for access to the video text. It should take no more than 30 minutes to either watch the video or read the text.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read this article by Professor Overton to understand the changes in agricultural productivity witnessed in England. It should take you about 15 minutes to read the article in its entirety.

Note on the Text: Author, Mark Overton, is Professor of Economic and Social History at the University of Exeter.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Scroll down the webpage about half way to locate Paolo Malanima’s and Oliver Volckart’s article titled “Chapter 1.10: Urbanisation, 1700-1870.” Then, select the hyperlink to open the PDF file. It should take roughly 2 hours and 30 minutes to read the entire article.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read this article to understand how the “putting-out system” (also called the “domestic system”) evolved during the 18th and 19th centuries in Britain. It should take no more than 30 minutes to read the article.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read Louise A. Tilly’s article comparing textile industries in three parts of the world. It should take you approximately 1 hour and 30 minutes to read this article in its entirety.

Note on the Text: This transcript of the American Historical Association’s presidential address examines early forms of industrial production in South Asia, England, and France. The author argues that early industrialization in England stunted industrial development in South Asia, while showing that European and Asian workers experienced major social changes as a result of their shifting economic roles.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read this entire article to understand how slavery contributed to the development of industry in Europe. It should take about 1 hour and 15 minutes to complete this reading in its entirety. Please note that this reading applies to subunits 3.3.1-3.3.2.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

3.3.2 Labor from Africa

Reading: BBC: British History In-Depth: Robin Blackburn’s “Enslavement and Industrialisation”

Instructions: Please read the prompt "Industrialization in a Global Context." You will be asked to write a brief essay about the material covered in Unit 3. Before beginning to write, please review The Saylor Foundation's "Rubric for Industrialization in a Global Context" (PDF) for guidelines on how to write an excellent essay. Once you have written your essay, you can compare it to The Saylor Foundation's "Sample Essay for Industrialization in a Global Context" (PDF). This assessment should take you approximately one hour to complete.

Unit 4: The Industrial Revolution in England

The Industrial Revolution began in England, which was by 1750 one of the wealthiest capitalist states in the world. The Industrial Revolution began in England’s textile industry, which was struggling to produce goods cheaper and faster for growing consumer markets. Businessmen and factory workers, rather than scientists, developed key inventions that solved major bottlenecks in textile production. As the scale of production grew, the factory emerged as a centralized location where wage laborers could work on machines and raw material provided by capitalist entrepreneurs. By the late 18th century, steam power was adapted to power factory machinery, sparking an even bigger surge in the size, speed, and productivity of industrial machines. Heavy industries like ironworking were also revolutionized by new ideas, and new transportation technologies were developed to move products farther and faster.

Growing businesses soon outstripped the financial abilities of individuals and their families, leading to legal reforms that allowed corporations to own and operate businesses. While England initially tried to protect its industrial technologies, the major ideas of the Industrial Revolution quickly spread to continental Europe and North America.

In this unit, we will examine the major ideas and events of the Industrial Revolution, study the effects the Industrial Revolution had on the economy of England, and see how the process of economic change spread to other parts of the world.

Instructions: Scroll down the webpage to Lecture 8 titled “Industrial Revolution” and click on the View in iTunes hyperlink. Watch this entire video lecture (48:13) on iTunes to understand the general course of the Industrial Revolution in Europe. Please note that this lecture covers materials for subunits 4.1.1-4.4.3.

Reading: University of Rochester: Steam Engine Library: John Lord’s “Capital and Steam Power”: “General State of Industry: Coal Mines and Iron Works”

Instructions: Read the introductory text on this web page, and then select “next” button at the bottom of the webpage to move through the next four units, titled “Early Power Sources,” “The Newcomen Engine,” “James Watt: Life and Inventions” and “The Watt Engine.” For each unit, select the “Launch Rich Media Scene” icon to see images and animations describing the function and evolution of early steam engines. It should take you approximately 1 hour and 15 minutes to view each unit and its animations.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read the article in its entirety to understand the rapid changes in textile technology that occurred in England in the late 18th century. It should take about 15 minutes to complete the article.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Please read each article in its entirely to understand how new technology changed people’s lives. Please take note that each side tries to make an argument for the common good. It should take you roughly 15 minutes to complete both readings.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read the text on this web page and then explore the five links to original sources about machine-breaking movements on the right side of the webpage. It should take you no more than 30 minutes to explore this web page.

Terms of Use: The material above has been reposted with permission for educational, noncommercial use by The British Crown. It can be viewed in its original form here.

Instructions: Please first complete all of the assigned readings for Units 4.2.1 and 4.2.2 before beginning this assessment. After you have completed those readings, do your best to answer the questions as best you can in your own words. Once you have finished answering the questions, compare your work to the answer key. Remember, you do not need your wording to exactly match the wording of the answer key; the important aspect is that you get the main idea right and understand the answer to the question. This assessment should take you about one hour to complete.

4.2.3 The Factory System

Web Media: Making the Modern World: Learning Modules: History: “Textiles: From Domestic to Factory Production”

Instructions: Read all twelve sections of this unit comparing domestic to factory production, and examine the text, images, and animations by clicking on the icons for each in all of the units to understand how factories emerged as sites of production and how they differed from earlier forms of work. You do not have to do the activities accompanying the 12 sections, as they are optional; you are only required to read the text and view the images and animations. It should take you roughly 1 hour and 30 minutes to go through all 12 sections of this web page.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Web Media: Making the Modern World: Stories Timeline: “Age of the Engineer, 1820-1880: Power: “Power for Production”

Link: Making the Modern World: Stories Timeline: “Age of the Engineer, 1820-1880: Power: “Power for Production” (HTML and Adobe Flash)

Instructions: Select the icon titled “Launch Rich Media Scene” to see text, images, and animations that explain the evolution of smaller steam engines suitable for use in factories and workshops. It should take you no more than 15 minutes to go through all the material on this web page.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Reading: Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Andrew Ure’s The Philosophy of the Manufacturers, (1835) Excerpt

Instructions: Read this article to understand how iron and steel manufacturing became leading sectors in the Industrial Revolution. It should take you no more than 30 minutes to read this article in its entirety.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Web Media: Making the Modern World: Stories Timeline: The Second Industrial Revolution, 1870-1914: New Science, New Materials, New Power: “New Steel: The Bessemer Converter”

Link: Making the Modern World: Stories Timeline: The Second Industrial Revolution, 1870-1914: New Science, New Materials, New Power: “New Steel: The Bessemer Converter” (HTML)

Instructions: Read the text, which describes the Bessemer process and the impact it had on steel manufacturing and examine, and examine the images by clicking on the “Zoom” icons. It should take you approximately 15 minutes to read the text and examine the images.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read the text and examine the images under the sections titled “Opposing Voices” and “Illustrated London News” to see how early railroads were constructed and how people reacted to new industrial developments. There are many informative links under both “Opposing Voices” and “Illustrated London News.” You should spend about 1 hour and 30 minutes exploring this resource.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Scroll down to the end of Joel Mokyr’s web page at Northwestern University website and open the PDF file titled “Intellectual Property Rights, the Industrial Revolution, and the Beginnings of Modern Economic Growth.” Then, read Schur’s article about Eli Whitney to learn about an American case of patent law and industrialization. It will take you 1 hour to read both documents.

Note on the Text: Joel Mokyr’s article “Intellectual Property Rights, the Industrial Revolution, and the Beginnings of Modern Economic Growth” was originally published in the American Economic Review Papers and Proceedings, May 2009, pp. 349-355. Mokyr is the Robert H. Strotz Professor in the Department of Economics at Northwestern University.

Terms of Use: Joel Mokyr’s “Intellectual Property Rights, the Industrial Revolution, and the Beginnings of Modern Economic Growth” has been reposted with permission for educational, noncommercial use by Joel Mokyr. It can be viewed in its original form here. Joan Brodsky Schur's "Eli Whitney's Patent for the Cotton Gin" is in the public domain.

Instructions: Read this article by Katharine Dunn and examine the images it contains to understand how industrial knowledge was transferred from England to the United States. It will take you approximately 15 minutes to read this article.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read the entire article (4 pages) and examine the images to understand how workers carried industrial knowledge away from England. It will take you about 15 minutes to go through all four pages.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Unit 5: The Social and Political Impact of Industrialization

Industrialization was not merely a change in the way societies produced goods. It brought a transformation in the way people lived, turning rural towns into urban manufacturing centers. Newly industrialized societies faced health problems and challenges to conventional family and social structures. Politics in industrialized societies were transformed as traditional landed elites gave way to industrial capitalists and the burgeoning “middle class” of businessmen and professionals. Workers also began to challenge traditional political systems, drawing on new ideologies to suggest alternatives the developing capitalist-industrial world in which they lived

In this unit, we will survey the sweeping changes that industrialization brought to Europe and the rest of the world between the late 18th and mid-19th centuries. We will then examine how working class and middle class individuals and organizations used these changes to challenge traditional elites.

Unit 5 Time Advisory

This unit will take you approximately 8 hours and 30 minutes to complete.

☐ ☐Subunit 5.1: 1 hour and 15 minutes

☐☐ Subunit 5.2: 1 hour and 30 minutes

☐ ☐Subunit 5.3: 45 minutes

☐ ☐Subunit 5.4: 1 hour and 45 minutes

☐☐ Subunit 5.5: 2 hours and 15 minutes

☐ ☐Primary Source Analysis II: 1 hour

Unit5 Learning Outcomes

Upon successful completion of this unit, the student will be able to:

Describe how the growth of industry led to increased urbanization in Europe.

Analyze the effects of the Industrial Revolution on the politics and ideologies of the middle and working class.

Discuss the causes, spread, and events of the Revolutions of 1848.

Compare primary source documents to explain the ideals and goals of the Revolutions of 1848.

Instructions: Scroll down to Lecture 12 “Nineteenth Century Cities” and click on the hyperlink “View in iTunes.” Watch this entire video lecture (51:28) to understand how industrialization changed urban life during the 19th century. Please note that this lecture applies to subunits 5.1-5.4.

Instructions: First, examine the map of population density in 1910 to see where people were most densely concentrated in Europe. Then, scroll down the web page at Wadsworth Publishing and select the link for “The Industrialization of Europe by 1850” to launch an interactive map, illustrating the spread of industry and urbanization in Europe. It should take no more than 15 minutes to examine both maps.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

5.2 Women and the Family in Society

5.2.1 Women as Workers

Lecture: Open Yale Courses: John Merriman, “Lecture 8—Industrial Revolutions, Chapter 3—Women’s Work in the Industrial Revolution”

Instructions: Click on the link on the right toolbar to view only Chapter 3 of John Merriman’s lecture (16:29). Dr. Merriman’s lecture will help you understand how the Industrial Revolution changed women’s lives.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above

5.2.2 Child Labor

Lecture: Economic History Society: Jane Humphries’s “Childhood and Child Labour in the British Industrial Revolution”

Instructions: Read Dr. Donna Loftus’s article in its entirety to understand how the Industrial Revolution expanded the middle class in England. It should take you no more than 30 minutes to complete the entire article.

Note on the Text: Dr. Donna Loftus teaches history at the Open University.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read all three articles in their entirety to understand how industrialization created political conditions that led to the Reform Acts in England. It should take you about 15 minutes to read all three articles.

Terms of Use: These materials have been reposted by the kind permission of Victorian Web, and can be viewed in its original form here, here, and here. Please note that this material is under copyright and cannot be reproduced in any capacity without explicit permission from the copyright holder.

5.4 The Working Class

5.4.1 French Socialism

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Modern European Intellectual History: “Lecture 19: The French Revolution and the Socialist Tradition: Early French Communists” and “Lecture 20: The French Revolution and the Socialist Tradition: English Democratic Socialists”

Instructions: Read Dr. Kreis’s two lectures to understand how intellectuals and labor leaders viewed the impact of industrialization on politics and society. It should take you roughly 45 minutes to read both lectures.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

5.4.2 Utopian Socialism

Reading: Dr. Steven Kreis’s The History Guide: Lectures on Modern European Intellectual History: “Lecture 21: The Utopian Socialists: Charles Fourier” and “Lecture 22: The Utopian Socialists: Robert Owen and Saint-Simon”

Instructions: Read Dr. Kreis’s two lectures in their entirety to understand how intellectuals and workers tried to use industrialization to create utopian societies. These two lectures will take approximately 45 minutes to read.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Please read this primary source document in its entirety. Note that this document was issued by the provisional government of France in 1848. The actions and ideals espoused by the revolutionaries in France quickly spread to many other European nations. It will take about 15 minutes to read this document.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Reading: Fordham University’s Modern History Sourcebook: “Carl Shurz: A Look Back at 1848, 1907”

Instructions: Please read this memoir by Carl Shurz, a German revolutionary in 1848 who later immigrated to the United States and became a general in the Civil War. Note how Shurz describes the excitement sweeping through Europe following the Revolution in France. You will need about 15 minutes to read this document.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Please first complete both of the assigned readings for Units 5.5.3 before beginning this assessment. After you have completed those readings, do your best to answer the questions as best you can in your own words. Once you have finished answering the questions, compare your work to the answer key. Remember, you do not need your wording to exactly match the wording of the answer key, the important aspect is that you get the main idea right and understand the answer to the question. This assessment should take you no more than one hour to complete.

Instructions: Please read the entry to understand the social groups that opposed the Revolution of 1848 in France. Similar groups throughout Europe resisted the revolutions and ultimately prevented the most radical revolutionary forces from making lasting reforms. It will take you roughly 15 minutes to read this document in its entirety.

Terms of Use: Please respect the copyright and terms of use displayedon the webpage above.

Unit 6: Imperialism and Industrialization in Asia

The Industrial Revolution came late to East Asia. By many accounts, China was more industrially developed than Western Europe before 1800, but England and the rest of Western Europe soon surged ahead with the aid of cheap coal, steam power, and the vast natural resources and markets provided by the Americas. Industrialized European states forced their way into traditionally limited markets in both China and Japan during the mid-19th century, flooding both countries with manufactured goods. Chinese officials bitterly resisted European imperial encroachments and lost a losing battle against economic and military imperialism, and Japanese leaders only grudgingly granted limited concessions to foreign interests. While China buckled under the weight of imperialism and domestic insurrection, Japan’s government adopted the military and industrial technology of the West to build a strong, centralized state. By the end of the 19th century, Japan was an industrialized, imperialistic power able to successfully resist foreign pressure.

In this unit, we will examine the factors that contributed to two very different outcomes in China and Japan as the forces of industrialization began to affect them in the 19th century.

Unit 6 Time Advisory

This unit will take you approximately 10 hours to complete.

☐ ☐Subunit 6.1: 3 hours and 45 minutes

☐☐ Subunit 6.2: 2 hours and 15 minutes

☐ ☐Subunit 6.3: 1 hour

☐ ☐Subunit 6.4: 2 hours

☐ ☐Unit 6 Assignment: 1 hour

Unit6 Learning Outcomes

Upon successful completion of this unit, the student will be able to:

Explain the different outcomes of industrialization in China and Japan.

Describe European colonial expansion under the New Imperialism

6.1 Chinese Industry before 1900

6.1.1 Proto-Industrialization and Trade in Qing China

Lecture: London School of Economics: Kenneth Pomeranz’s “Skills, Rights and Resources in the East Asian Path to Development”

Reading: H-NET: Peter C. Perdue’s Review of Kenneth Pomeranz’s The Great Divergence: China, Europe, and the Making of the Modern World Economy; Columbia University: Kenneth Pomeranz’s and Bin Wong’s “China and Europe: 1500-2000 and Beyond: What Is ‘Modern’?”: “China and Europe: 1780-1937”

Instructions: Read this review of Kenneth Pomeranz’s book titled The Great Divergence: China, Europe, and the Making o fthe Modern World Economy to understand the basic argument presented concerning the diverging development paths of China and Western Europe during the Industrial Revolution. Click the “PDF printable version” above the bibliography entry to access PDF text. On the “China and Europe: 1500-2000 and Beyond” website, read all three pages in the “China and Europe: 1780-1937” article to understand how the industrial trajectories of Europe and China diverged during the nineteenth century. You may navigate through each webpage by clicking on “next” or “previous” at the bottom of the page. It will take you about 1 hour to complete all of the readings for this subunit.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. H-NET: Peter C. Perdue’s Review of Kenneth Pomeranz’s The Great Divergence: China, Europe, and the Making of the Modern World Economy has been reposted with permission for educational, noncommercial use by H-NET: Humanities & Social Sciences Online. It can be viewed in its original form here and was Published on H-World August, 2000.

Instructions: Read Watts’s article and the primary source excerpts that follow it to understand the Japanese policy of seclusion from world trade. It will take you about 30 minutes to complete this reading.

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Instructions: Read this article and explore the images it contains to see how Japan began to loosen restrictions on trade with the outside world. It will take you about 45 minutes to read and explore this resource.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

6.2.2 Proto-Industrialization in Japan

Reading: Google Books: Count ?kuma’s Fifty Years of New Japan: Junichir? Suzuki’s “A Resume of the History of Japanese Industries”

Instructions: Read this chapter (pp. 533-549) to learn how Japanese officials viewed the evolution of industrialization in Japan before 1900. It will take you approximately 1 hour to read this chapter.

Instructions: Select the “View the Video Online” link in the left-hand side table of contents under “Download Materials” to launch the web media. Jump to the third segment in the film, titled “The Silk Industry of Japan” (28:22).

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Reading: National Graduate Institute for Policy Studies: Professor K. Ohno’s “Economic Development of Japan”: “Lecture 3: Meiji: Key Goals of the New Government”

Instructions: Read this lecture to understand how the Meiji government approached the problem of industrialization. You may also choose to click on the “Additional Questions and Answers” to enhance your reading. It will take roughly 30 minutes to complete this reading.

Note on the Text: This lecture was developed by Professor K. Ohno for students at Japan’s National Graduate Institute for Policy Studies. Slides to accompany the lecture and additional lectures on Japanese economic history can be found at Professor Ohno’s course web site.

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Instructions: Please read the entire entry to understand how the economic imperatives of industrialization led European nations to expand their imperial control into Africa. You will need roughly 1 hour to complete this reading.

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Instructions: Please view this lecture in its entirety (51:03) to understand how increasing industrialization led to a new type of imperialism in the nineteenth century and how that imperialism set the state for the first World War.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Please complete the linked assessment in order to review the major ideas and events from Unit 6. Try to answer the questions as best you can and when you are done, please check your work against The Saylor Foundation's "Answer Guide to Comparing Industrial Legacies: China, Japan, and Africa." This assessment should take you about 45 minutes to complete.

Unit 7: Mass Production, the Labor Movement, and the Consumer Society

In the late 19th and early 20th centuries, a so-called “Second Industrial Revolution” centered on electronics and chemicals brought new changes to industrial production and everyday life. While the inventions and early successes of the first Industrial Revolution were the work of small businessmen and individual capitalists, the innovations of the second phase came out of large business organizations. Fierce competition among these companies led to the consolidation of industries by monopoly firms or the creation of cartels. New ideas changed how people worked within these giant firms, resulting in even greater improvements in the speed and efficiency of production. Workers reacted to these changes by forming political associations, seeking bargaining power with large capitalists. For all classes, this period represented a transition to a mass society, characterized by the large-scale marketing and distribution of products, services, and ideas. New machines and new media turned individuals living in limited regions into consumers of products and information from a vast national or international community.

In this unit, we will examine the institutional, political, and social changes that came to industrialized societies in the 19th and 20th centuries.

Unit 7 Time Advisory

This unit will take you approximately 11 hours to complete.

☐ ☐Subunit 7.1: 3 hours and 15 minutes

☐ ☐Subunit 7.2: 4 hours and 45 minutes

☐ ☐Subunit 7.3: 2 hours

☐☐ Unit 7 Assignment: 1 hour

Unit7 Learning Outcomes

Upon successful completion of this unit, the student will be able to:

Identify major changes to the way companies organized and managed themselves.

Explain the development of organized labor and its conflicts with capitalists in the United States, Europe, and Asia.

Identify changes in agriculture caused by industrialization.

Describe methods of mass communication and advertising in the late 19th and early 20th century United States.

Instructions: Read all of the articles in this unit to understand how large corporations emerged in the industrializing United States. You may click on the hyperlink for the first article “J.P. Morgan” and then use the “next” hyperlink to move on to each subsequent article. There are 10 articles in total, and it will take you roughly 45 minutes to read all of them.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

7.1.2 Cartels and Monopoly Capitalism

Reading: The School of Cooperative Individualism: Henry Demarest Lloyd’s “The Lords of Industry,” reprinted from the North American Review

Link: The School of Cooperative Individualism: Henry Demarest Lloyd’s “The Lords of Industry” (HTML), reprinted from the North American Review

Instructions: Please read this article from the late nineteenth century to understand industrial trusts and cartels and why people objected to them. It will take you about 1 hour to read the entire article.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

7.1.3 Taylorism and Fordism

Reading: Internet Center for Management and Business Administration: “Frederick Taylor and Scientific Management”; Fordham University’s Modern History Sourcebook: Paul Halsall’s version of Frederick W. Taylor’s “The Principles of Scientific Management, 1911”; Willamette University: Fred Thompson’s “Fordism, Post-Fordism and the Flexible System of Production”

Instructions: Read the article on Frederick Taylor and the Internet Center for Management and Business Administration to understand Frederick Taylor’s contribution to industrial management. Then, read the excerpt of Taylor’s work at Fordham University. Finally, read Fred Thompson’s article about “Fordism” in its entirety. It will take you no more than 1 hour and 30 minutes to complete all the readings and explore the images.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. Frederick W. Taylor’s “The Principles of Scientific Management, 1911” is in the public domain.

7.2 Organized Labor and Politics

7.2.1 Workers and Capitalists in the United States

Reading: University of Houston: Digital History: “Industrialization and the Working Class”

Instructions: Read all of the articles in this unit to understand how American workers responded to changes in industry. You may do so by clicking on the hyperlink for the first article titled “Labor in the Age of Industrialization” and then using the “next” hyperlink to continue on to each subsequent article. There are 15 articles in total, and it will take you roughly 1 hour and 15 minutes to read all the articles.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Please complete the linked assessment in order to review important concepts, people, and events from the history of organized labor. Try to answer the questions as you read, they will help you take good notes on the material. Try to answer the questions as best you can and when you are done, please check your work against The Saylor Foundation's "Answer Guide to Capital and Labor Relations, 1880-1920." Please save both your notes and the Answer Guide for future reference. This assessment should take you about one hour to complete.

7.2.2 Workers and Capitalists in Europe

Lecture: iTunes U: Yale University: John Merriman’s “Lecture 7: Mass Politics and the Political Challenge from the Left”

Instructions: Please scroll down to Lecture 7 and click “View in iTunes” to watch this lecture in its entirety (47:44). Pay special attention to Dr. Merriman’s description of how labor movements formed political organizations in Europe.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read Kazuo Nimura’s article about the formation of the Japanese labor movement. Then, read his article about a labor protest in China. It will take you 1 hour and 30 minutes to read both articles in their entirety.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above. “Fusataro Takano: Chinese Tailors’ Strike in Shanghai” is in the public domain.

7.3 Consumer Goods and Everyday Life

7.3.1 Industrialized Agriculture

Lecture: John Hopkins Bloomberg School of Public Health: Shawn Mackenzie’s Lecture 5: “A Brief History of Agriculture and Food Production; The Rise of ‘Industrial Agriculture’”

Instructions: Please scroll down the page to Lecture 5, which is listed under Module 2, and click on “MP3: Part A” to listen to the first half of the lecture and then click on “MP3: Part B” to listen to the second half of the lecture. This lecture will provide you with a background on agriculture and then explain the history of the industrialization of agriculture. It will take you 1 hour and 30 minutes to listen to both lectures.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read the article about “The Rise of Mass Communication” to understand the new media industries that emerged in the late 19th and early 20th centuries. Then, read Professor Michael O’Malley’s article and examine the images it contains to see how advertising helped industries reach new consumers and sell products in new ways. It should take you no more than 30 minutes to complete both readings.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

While the Industrial Revolution brought great prosperity to many parts of the world, it also ushered in many new challenges. In 1914, tensions between capitalist powers spilled over into war, and the new weapons of industrial age produced a horrific slaughter in Europe. After the war, industrial powers struggled to recover in a decade of economic highs and lows. The weak global economy collapsed in 1929, causing widespread unemployment in industrialized societies. The failure of the international community to maintain prosperity and peace led to the Second World War, which devastated Europe and Asia. After the war, the United States and its allies devised a new system for managing the international economy, while the Soviet Union and its allies pulled new satellite states into a socialist economic system.

In this unit, we will examine the effects of industrialization on war, as well as the effects of war on industrialization. We will also study the economic crises of the 1920s and 1930s and compare different recovery strategies.

Unit 8 Time Advisory

This unit will take you approximately 9 hours to complete.

☐☐ Subunit 8.1: 2 hours

☐ ☐Subunit 8.2: 3 hours

☐ ☐Subunit 8.3: 1 hour and 45 minutes

☐☐ Subunit 8.4: 1 hour and 15 minutes

☐ ☐Unit 8 Assignment: 1 hour

Unit8 Learning Outcomes

Upon successful completion of this unit, the student will be able to:

Interpret the effect of industrialization on warfare using a variety of primary and secondary sources to contextualize World War I as an industrial war.

Identify the main events of the Great Depression and identify ways in which governments tried to recover from the Depression.

Explain the economic causes and effects of World War II.

Explain the importance of the Bretton Woods Conference and the Marshall Plan to the restructuring of the world economy on U.S. terms.

8.1 The First World War

8.1.1 Industrial Rivalry in Europe

Reading: Marxists.org: Vladimir Ilyich Lenin’s Imperialism, the Highest Stage of Capitalism: “Chapter V: Division of the World among Capitalist Associations”

Instructions: Read this chapter of Lenin’s book, Imperialism, the Highest Stage of Capitalism, to understand the growing competition between capitalist businesses in the years leading up to 1914. It should take you no more than 30 minutes to read this chapter.

Terms of Use: This material is part of the public domain.

8.1.2 Industrialized Warfare

Web Media: Making the Modern World: Stories Timeline: “Age of the Mass, 1914-1939: World War One”

Instructions: Read the introductory text and then select the “next” icon to move through the interactive media presentation. Please click on the icons, such as “Zoom” or “Launch Rich Media Scene” as you navigate through each webpage. Be sure to explore all seven web pages from this resource. It should take you roughly 1 hour to read the texts and explore the images.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Scroll down the web page and select the links for each chapter listed above to launch the video clips. It should take you about 30 minutes to watch all three video clips in their entirety.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Please complete the linked assessment in order to review important concepts, people, and events from the history of organized labor. Try to answer the questions as you read, they will help you take good notes on the material. Try to answer the questions as best you can and when you are done, please check your work against The Saylor Foundation's "Answer Guide to Capital and Labor Relations, 1880-1920." Please save both your notes and the Answer Guide for future reference. This assessment should take you about one hour to complete.

Instructions: Scroll down the web page and select the links for the chapter titles listed above to launch the video clips. Please watch each video in its entirety. It should take you no more than 30 minutes to watch all three videos.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Reading: University of North Carolina at Chapel Hill: iBiblio.org’s “Conference at Bretton Woods”

Instructions: Read this summary of agreements reached at the 1944 United Nations Monetary and Financial Conference at Bretton Woods to understand the significance of the conference. It should take you no more than 15 minutes to read this resource.

Instructions: Read this article and explore the links in the toolbar to the right of the article to understand the key elements of the Marshall Plan for the reconstruction of Europe after 1945. It will take you about 30 minutes to explore this resource.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Unit 9: Alternative Models of Industrialization

After the First World War, a revolutionary government in Russia tried to create an alternative model to capitalist industrial development. The new Soviet Union accomplished massive industrial feats before and during the Second World War but at enormous cost to the environment and to Soviet citizens. In China, a successful communist revolution ushered in another experiment in socialist industrialization after 1949, first along Soviet lines and then according to the plans of Mao Zedong. After the Second World War, leaders in India and other newly independent states tried to find a “third way” of development, rejecting capitalism as well as Soviet-style socialism as pathways to industrialization.

In this unit, we will examine alternative plans for industrial development from the Soviet Union, China, and India. We will analyze the efficacy and costs of these different approaches, comparing them to the model followed by capitalist states.

Unit 9 Time Advisory

This unit will take you approximately 9 hours and 30 minutes to complete.

☐ ☐Subunit 9.1: 2 hours and 45 minutes

☐ ☐Subunit 9.2: 1 hour and 30 minutes

☐ ☐Subunit 9.3: 3 hours and 15 minutes

☐ ☐Unit 9 Assignment: 2 hours

Unit9 Learning Outcomes

Upon successful completion of this unit, the student will be able to:

Compare Soviet and Maoist industrialization with each other and with capitalist industrialization.

Assess the effects of British rule on India and identify major economic developments since India gained independence.

Instructions: Read the text of each article. Then, go through all the images and other resources located under “Text” and “Related Text” on the right sidebar of each article. It should take you about 1 hour to explore this resource.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read the text of each article. Then, explore the images and other resources located under “Text” and “Related Text” on the right sidebar of each article. It should take you 1 hour and 30 minutes to read all the linked articles and explore the images and videos.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read this overview of Chinese history in the 20th century to understand how the revolution changed Chinese industry. It should take you no more than 30 minutes to read the entire web page.

Terms of Use: The material above has been reposted with permission for educational, noncommercial use by John Bowblis and Brian Pavlac. It can be viewed in its original form here.

9.2.2 Sino-Soviet Cooperation

Reading: International Institute of Social History’s “Sino-Soviet Cooperation”

Instructions: Please read the prompt "Communist Alternatives to Industrialization." You will be asked to write a brief essay about the material covered in Units 9.1 and 9.2. Before beginning to write, please review the "Rubric for Communist Alternatives to Industrialization" for guidelines on how to write an outstanding essay. Once you have written your essay, you can compare it to the sample essay. This assessment should take you approximately one hour to complete.

Instructions: Read the article and examine the images to understand what the Great Leap Forward was intended to accomplish. Be sure to click the link for “Part 2” so that you read both parts of the article. It should take you approximately 30 minutes to read the entire article.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

9.3 The “Third Way” in India

9.3.1 India under British Rule

Reading: University of Groningen: Groningen Growth and Development Centre: Angus Maddison’s “The Economic and Social Impact of Colonial Rule in India”

Instructions: Scroll down the web page and select the link for Angus Maddison’s article titled “Chapter 3: The Economic and Social Impact of Colonial Rule in India” (listed last under “Articles and Papers”) to open the PDF file. It will take you about 2 hours to read this chapter in its entirety.

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Unit 10: Globalization and the Industrialization in the Late 20th Century

The second half of the twentieth century saw many changes in the pattern of industrialization. While the capitalist states of the West enjoyed two decades of prosperity after 1945, problems in the global economy led to stagnation and decline in many manufacturing sectors in the 1960s and 1970s. Manufacturing power shifted from the West to the East, beginning with the reindustrialization of Japan, South Korea, and Taiwan. Light and then heavy manufacturing moved to Asian production sites, as the cost of labor in the West rose. Southeast Asian states and then communist China entered the market as low-cost producers in the late 1970s and 1980s as previous barriers to international trade were eliminated. By the 1990s, free trade had replaced protectionism as the dominant economic ideology in the industrialized world, creating new opportunities for industrialized and industrializing states as well as new challenges to the stability of the global economic system.

In this unit, we will examine the causes and effects of the decline of manufacturing in the West and the rise of low-cost producers in Asia. We will also study important international agreements that gradually eased barriers to trade between nations.

Unit 10 Time Advisory

This unit will take you approximately 9 hours to complete.

☐ ☐Subunit 10.1: 2 hours

☐ ☐Subunit 10.2: 5 hours

☐ ☐Subunit 10.3: 1 hour and 15 minutes

☐ ☐Assignment 10: 45 minutes

Unit10 Learning Outcomes

Upon successful completion of this unit, the student will be able to:

Summarize the main developments in the global economy since 1945.

Connect the Western decline in manufacturing with the rise of new industrialization in Asia.

Explain the effect of the fall of the Soviet Union on the global economy.

Instructions: Read all three articles to see how Germany and the United States recovered from the Second World War and entered a period of industrial prosperity. It should take you no more than 30 minutes to read all three articles.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Select the links for each chapter listed above on the webpage to launch the video clips. Please watch each video in its entirety. Please watch each video in its entirety. It should take you no more than 30 minutes to watch all three videos.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

10.1.3 Economic Origins of the European Union

Web Media: European Union: “The History of the European Union”: “1945-1959: A Peaceful Europe—The Beginnings of Cooperation”

Instructions: Read the text on this webpage and explore the images and films available. Follow the links within the text to learn about the European Coal and Steel Community and the Schuman Plan. You should spend about 1 hour reading the text and exploring the links on the page.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Read both lectures to understand how Japan recovered from the destruction of the Second World War. It should take roughly 1 hour to read both lectures completely.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

10.2.2 The “Four Tigers”

Reading: Economic History Association: Catherine R. Schenk’s “Economic History of Hong Kong”, Myung Soo Cha’s “The Economic History of Korea”, Kelly Olds’s “The Economic History of Taiwan” ; International Monetary Fund: Michael Sarel’s “Growth in East Asia: What We Can and What We Cannot Infer”

Instructions: Scroll down the web page and select the links for each chapter listed above to launch the film clips. Please watch each video in its entirety. It will take you about 30 minutes to watch all four videos.

Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

Instructions: Please try to answer the questions from "Features of the Global Economy Since 1945" as best you can. This assessment will help you review the material in Unit 10. When you are done, compare your responses to "Answer Guide to Features of the Global Economy Since 1945." This assessment should take you approximately one hour to complete

Instructions: You must be logged into your Saylor Foundation School account in order to access this exam. If you do not yet have an account, you will be able to create one, free of charge, after clicking the link.